Early Intervention
Play-based Early Intervention supporting preschool and school-aged children in Armidale to build confidence, regulation, connection and developmental skills.
Play & Grows’ Early Intervention program is tailored for each individual child based on their personal goals. This program allows children to receive additional support alongside preschool, school, and other services.
Who Early Intervention Supports:
Early Intervention may support preschool and school-aged children who:
experience big emotions, anxiety or overwhelm
have differences in attention, impulse control or emotional regulation
show sensory sensitivities or social challenges
are developing at a different pace to peers
find transitions, routines or learning demands difficult
benefit from a nurturing, play-based and strengths-focused approach
are neurodivergent and need support in any of the areas above
What does Early Intervention work on?
Our Early Intervention Program focuses on skills that support children across early childhood and the early school years, including:
What is the process?
Initial Meeting
Stacey will begin with an intake to understand your child’s strengths, needs, and the environments they move between (home, preschool, or school). She then will set meaningful, realistic goals, aligned with your child’s pace and early learning journey.Collaborative Goal-Setting
Goals are developed with families and reflect what matters most for your child’s emotional wellbeing, learning and participation.Play-Based, Relationship-Led Sessions
Sessions use play and connection to support regulation, communication and skill development in ways that feel safe and meaningful.Family & School Support
Families receive practical strategies to support consistency across home and school environments when appropriate.
Why Early Intervention Matters:
Research consistently shows that early intervention supports stronger developmental outcomes for young children.
Why?
Early interventions take advantage of rapid brain development in childhood, helping children build foundational skills in communication, emotional regulation and interaction — skills that support lifelong learning and wellbeing. Read more
Studies looking at autistic children show that children who begin intervention earlier tend to have better adaptive behaviour and social engagement outcomes, compared with children who start later. Read more
Early support can improve communication, social interaction, emotional regulation and daily engagement — helping children participate more confidently at home, early learning, and in school environments. Read more
While the specific approaches may vary, the overarching evidence supports this idea: the earlier developmental support begins, the more opportunities children have to grow skills that matter for their wellbeing and participation in everyday life.
Importantly: Early Intervention does not require a formal diagnosis before beginning supports — families can seek help as soon as they notice differences or developmental concerns.